a great science teacher inspires essay

5 characteristics of an effective science teacher – from a researcher who trains them

Assistant Professor of Science Education, Mercer University

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Meenakshi Sharma does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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Rather than have students memorize definitions and facts about a science topic such as light, an effective first grade teacher today would have students investigate various types of objects under sunlight and flashlight. Students would collect evidence to understand how light helps them see, and they’d experiment with different materials to understand how and why shadows are made .

This shift is a result of the Next Generation Science Standards , which aim to define a uniform vision for K-12 science education across the country. Introduced in 2013, the standards move away from emphasizing scientific vocabulary and facts recorded in textbooks to using real-world phenomena to explore and explain the natural world. These phenomena engage students in a set of science and engineering practices , or SEPs. Over 40 states have adopted the Next Generation standards or some version of them.

Despite the wide adoption of these standards, the current status of elementary school science education is concerning. The nation’s report card shows that many students in grades K-5 do not get quality science instruction. The situation is worse in high-poverty school districts . The majority of instructional time in elementary school grades is often dedicated to math and language arts , with science on the back burner.

As a science education researcher and a teacher educator, my goal is to help prepare the next generation of science teachers. Here are five attributes of an effective elementary school science teacher that align with the new standards.

1. Nurtures student curiosity

Kids are curious by nature. Science teachers should use relevant everyday events as a basis of science instruction that fosters interest and curiosity . This approach encourages students to take a more active role in figuring out how natural events work instead of being taught those lessons by an instructor.

For instance, in this video , a teacher poses an interesting query to students: How did a water puddle disappear over time? During a subsequent experiment, students used thermometers to measure the temperature of a water puddle outside at different times of the day. They used the data to make connections between temperature changes and the shrinking size of the puddle and delve into the reasoning behind it.

In this case, the teacher involved students in scientific practices and used an everyday occurrence to teach key scientific concepts such as sunlight, energy and energy transfer.

2. Encourages scientific thinking

Effective science teachers involve students in making sense of natural events and the science ideas underlying them. In other words, they actively engage students in wondering and figuring out science phenomena around them and how they happen. They help students develop exploratory questions and hypotheses to explain such events, and encourage them to test and refine their explanations based on scientific evidence.

For example, when a first grade classroom was learning about how day and night happen , students illustrated their own understanding of the phenomena – using a scientific practice called modeling. As they learned more and more, they kept revising their drawings. They also collected long-term data to understand the repeating patterns of day and night.

Teachers should also ensure that all students participate in making sense of science phenomena in their classrooms.

To share their ideas about a science phenomenon, students often rely on their personal experiences and native languages from their homes and communities . For instance, a student from an agricultural community might have particular knowledge about plant growth and unique local language to describe it. An effective science teacher provides opportunities to build on such native experiences and local knowledge in their science classrooms.

3. Develops scientific literacy

Teachers who plan lessons according to the current standards aim to develop scientifically literate young citizens who can identify, evaluate and understand scientific arguments underlying local and global issues.

They also use socioscientific issues in their instruction. Socioscientific issues are local or global phenomena that can be explained by science and signify social and political problems. For example, students might make sense of the scientific information underlying the current COVID-19 crisis and make arguments for how and why vaccination is important for their communities. Other examples of socioscientific issues are climate change, genetic engineering and pollution from oil spills.

4. Integrates science with other subjects

Teaching science with an interdisciplinary approach – that is to say, using math, technology, language arts and social studies to make sense of science phenomena – can lead to rich and rigorous learning experiences.

For example, teachers can integrate math by having students create visual charts and graphs to explain their experimental or observation data. Technology integration in the form of games and simulations in science classrooms can help students picture complex science ideas. Incorporating reading and comprehension strategies in science can bolster students’ ability to read critically for scientific ideas and evidence.

5. Uses classroom assessments to support student learning

A science teacher who is interested in students’ ideas will design and use classroom-based assessments that reveal students’ science thinking. They do not use closed-ended assessments that require yes or no answers, textbook-style definitions or lists of scientific facts. Instead, they use open-ended, phenomenon-based assessments that give students a chance to show their understanding.

For example, a fifth grade assessment presents students with a story of an Australian ecosystem and prompts them to use modeling to explain relationships between different components of the ecosystem. Such an assessment encourages students to explain how a process happens instead of recalling information.

Effective science teachers do not evaluate students’ responses for right and wrong answers. They interpret and evaluate students’ scientific explanations to understand strengths and gaps in their learning and use this information to adapt future instruction.

Teachers who are prepared to implement these five evidence-based practices can potentially involve all students in their classroom in meaningful science learning.

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The Teacher Who Inspired My Career in Science

by Brian Beck | Uncategorized | 1 comment

Publish Date: May 11, 2017

Our professional careers are the result of careful planning, hard work and some luck. We all recognize influential people in our past that have contributed positively to our career choice and successes. I have been fortunate to have multiple career advisers, however, my earliest and most important mentor was a high school teacher named Spencer Reames.

At the time, Mr. Reames was an instructor of a number of biology courses including microbiology.  I recall being amazed at the prevalence of microorganisms in our environment and that bacteria were both harmful and beneficial. My interest in genetically manipulating microbes to understand and influence their physiology led me to pursue a microbiology degree in college, and from there I was on my way to an exciting career.

I am certain that many scientists can trace their own career choices to influential teachers that ignited a passion for scientific discovery and critical thinking. In recognition of National Teacher Appreciation Week ( #ThankATeacher ), I thought it fitting to interview my high school microbiology teacher and ask how his perspective on early science education has evolved over 49 years of service.

Mr. Reames with a future scientist.  Photo credit: Dan Robinson, Kenton Times

BB : How many students have you taught over your 49 year career?

SR: I believe that I have had around 3,500 students during that time.

BB: What motivates you to keep teaching?

SR: At this point, I cannot picture myself not teaching and working with students. This year, I have a freshman that I am working with on his science project.  He told me that he wants to take one of my classes because he would be the third generation in his family to have classes under me. In the past, I have had students ask me not to retire until they graduate. These are usually the students doing research projects.

Getting to 50 years of teaching is also motivating. I believe I will have taught the longest of any Benjamin Logan teacher.  My greatest motivation is working with the students and helping them be successful.

BB: How did you get your start in biology? What led you to a career as a biology teacher?

SR: My start in biology came at a very young age. When I was a child, I spent a lot of time outdoors. I collected insects, rocks and crayfish. I had a group that I went exploring with. We would make sandwiches, get a canteen of water, back pack, jars and minnow buckets and head to a stream to explore. It was great fun and I remember some of those events as if they happened yesterday. I loved observing and collecting during these trips.

Even though I lived in town I raised rabbits, had a rooster and trained a pigeon during my childhood. During grade 8, I had Mr. Marmon for Ohio history and science.  I admired him a great deal, and because of his inspiration I decided I wanted to teach science or history. I was lucky to have great science teachers while in high school and that stimulated me to continue with my dreams of being a teacher.

BB: How have advancements in technology impacted how students learn in biology classes?

SR: Technology is not a silver bullet for education, but it is a tool that opens whole new worlds to students. For instance, we were talking about retinal diseases in genetics and some questions came up. We went to the Mendelian Inheritance in Man site and checked out what was known about some of the diseases. This could not have happened a few years ago.

However, not everything is open to students over the internet. Many journal articles are not available without paying an exorbitant amount because we do not belong to a service which allows us to search journals. In general, there is ready access to a great deal of information that has not been available to students in the past.

BB: Have you noticed a change in students’ interests related to biology (e.g. interest in forensics from popular TV shows)?

SR: Yes, popular culture does influence student interests. Due to TV programs, many high schools have started forensic science classes. We are going to have such a class for the first time in our school next year. The CRISPR experiment that we did was in part the result of readings done in class and the interest that students showed. You also see these trends in science fair projects in that you often see projects that relate to hot topics in the news.

BB: How have the advancements made in the field of biology changed how you teach over the years?

SR: When I started teaching biology just about every teacher had their students do a number of dissections in order to look at different phylogenetic groups.  With the exception of the anatomy and physiology class, I have not had students do dissections for a number of years. If we wish to show relationships between groups, we use protein electrophoresis to look at protein patterns or isozymes.

Instead of talking about DNA we extract it, do restriction fragment analysis and transformations. Just recently we did a CRISPR experiment in which the students edited a protein on one of the ribosome subunits. The way biology is taught today has changed significantly since I started teaching. The changes in teaching are as amazing as the advancements in science.

BB: What is your philosophy/approach to engaging and motivating students?

SR: I try to find out what the students are interested in and relate what we are doing to that. I also try to relate topics to what is currently happening in the world.  The CRISPR experiment that we did came about as the result of discussions on what is happening in the research world. Whenever possible, I like the students to do laboratory activities since this helps them tie pieces of the puzzle and concepts together.

I also like to acknowledge improvement. In some cases students struggle in a class and when they make advancements and improvements, that needs to be acknowledged. This often motivates students to continue working hard.

BB: I remember you encouraging your students to conduct hands-on, student designed experiments for science fairs and other projects. Why do you think this is a valuable approach?

SR: I think the projects are very important learning and teaching opportunities. The projects help students understand how new knowledge is gained and that it is not always a direct route from a question to a result. They learn to question approaches taken and the results obtained.

Students often learn what they are really interested in and what career areas they want to pursue. A large number of the students that really got into their projects have gone on to have careers in science or medicine. A few years ago one of my colleagues asked a senior what she thought was her most important experience in high school and she said it was working on her project in the lab. When she was asked why, she told him that it changed the way she thought. This young lady had struggled with her project and had to work out the techniques she used. She learned to constantly question and double check her results, and to design experiments to ensure she was on the right tract.

Many students have been able to engage in undergraduate research, obtain jobs in labs and other opportunities as a result of their projects.  A few weeks ago, a young man came back and told me he is graduating this spring and he had been accepted at a medical school. He wanted to let me know how much his experience in the lab meant to him and how it helped him achieve his goal of getting into med school.

BB: What can parents do to get their kids excited about science?

SR: As a grandparent I have seen one approach that works. My son was involved in research projects from the grade 6 through high school. He qualified for the International Science and Engineering Fair and won a first place award.  He conducts experiments at home with his children. They are often simple, but thought provoking. The kids love doing the experiments. I buy science books for them that include simple experiments and we have purchased commercial experiment kits for them to use.  My son takes them to museums on a regular basis.  They will tell you they love science and they enjoy doing experiments as a family. The moral of the story is you can encourage children to engage in science, and because of their curiosity they really engage in activities.

I have also seen the other side of the story. I run labs for students to work on projects two nights a week. I have seen parents willing to bring the child back for a sports practice, but they are not willing to do the same for an academic activity. That sends the entirely wrong message. Parents need to support their children’s interest in science.

BB: What do you see in the current generation of students that gives you hope for the future?

SR: I see some students that have set high goals for themselves and they work very hard to achieve those goals. Some of the students are very bright and they have the social skills to work with others to accomplish tasks. Many students have empathy for others and are willing to work to make the lives of others better.

We have a number of students that want to improve the world and have a positive influence on it. For instance, one student that will graduate this year has had neurological disorders in her family. She has decided to be a neurobiologist and tackle some of the neurological disorders that exist. I have great faith that she will accomplish great things with her life.

The students in our school raise about $30,000 every year to support cancer research through Relay for Life. Last year they raised $38,000.  Not bad for a small rural school. The students take great pride in raising this money.

BB: What are some of your favorite memories from the past 49 years?

SR: I have had a number of moments in my career that have thrilled me. Most of those have dealt with student success. Just this semester, I had a student in anatomy and physiology that had not been doing well at all, and on the last test did very well compared to past performance. That was exciting to see, and I talked to the student about it so that the performance would be repeated on the next test. Sometimes it takes some students awhile to realize what they need to do to be successful.

Another moment is when I had 15 students at State Science Day and nearly all of them received the highest rating possible on their project and the others all received the next highest rating. The school was given an award for the high level achievement of the students.

One of the things I have always enjoyed about working with the students is the discussion that takes place in the lab. There are discussions and arguments over various issues. The net result of all of this is that a community of young scientists is built, and as with any community, the members support and help each other. This may not happen every year, but it has occurred in many of the years that I had night labs.

The greatest thrill is to see students leave school and take on a career in science or medicine. Then I know I have made a contribution.

Is there a teacher who inspired you to become a scientist? Share you story and celebrate National Teacher Appreciation Week  by using #ThankATeacher .

Written by Brian Beck

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I deeply appreciate the sentiment in this blog post, and have a personal connection as I too studied under Mr. Spencer Reames. Mr. Reames was by far the best teacher I have ever encountered. The times I spent in the laboratory working under his guidance and alongside fellow students were among the most memorable, fun and motivational experiences of my years of formal education. He created an environment where we were each individually learning and growing, but where we also had a deep camaraderie with fellow students… where we felt a connectedness to something larger than ourselves. While in the end I diverted from my studies in Microbiology in college and embarked on a 25+ year career at Microsoft, I will forever be indebted to Mr. Reames for the learning and personal growth I experienced in his classroom and lab. Thank you Mr. Reames!

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The Key to Good Science Teaching

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Think back to learning about science in your early school years. What experiences stand out? What excited you or shut you down? What inspired you to learn more?

I often use these questions to launch professional learning with administrators, instructional coaches, and teachers. Some have exceptionally vivid memories of engaging science at school, from experimenting with pill bugs to blowing something up. But just as many remember reading uninspiring textbooks and answering end-of-chapter questions.

The takeaway from such anecdotes is clear: Good teaching matters, and it’s tough to teach science well. An effective science lesson requires planning engaging activities, navigating tricky science concepts, anticipating and working with students’ preconceptions and misconceptions, and making difficult decisions on the fly. Good teaching is an art-one performed by those with specialized knowledge and skills.

The adoption of new standards in many states-such as the Next Generation Science Standards-adds greater complexities for teachers. These standards shift expectations for how students learn science and often bring significant changes in curriculum and classroom practices. Many science teachers already lack “sufficiently rich experiences” with content in the science discipline they currently teach, according to a 2015 National Academy of Sciences report. This problem is especially significant both at the elementary level and in schools serving predominantly low-income student populations. But the problem is by no means limited to the elementary grades. Currently, two out of every five high schools aren’t offering physics because they don’t have qualified teachers .

The new Every Student Succeeds Act calls for top-notch science teachers for all students. But how can we get there? The key is continuous learning. And the quality of that continuing education matters every bit as much as the duration.

Good teaching matters, and it's tough to teach science well."

The National Science Foundation and the U.S. Department of Education have championed rigorous research and development efforts to understand how best to support science learning for teachers and students alike. The 2015 National Academy of Sciences report concludes the most effective professional learning for science teachers focuses on content rather than just pedagogy; entails active learning; provides consistency across learning experiences and with school, district, and state policies; has sufficient duration to allow repeated practice and reflection on classroom experiences; and brings together teachers with similar experiences or needs.

Understanding the ingredients of high-quality professional learning is essential. But many districts and schools lack the in-house expertise to ensure teachers are thoroughly grounded in life, earth, and physical science. To make up for this deficit, many local education agencies have successfully partnered with outside organizations to provide content expertise that complements inhouse support from district instructional coaches, lead teachers, and staff developers.

How do we ensure that all students have access to well-trained and qualified science teachers? Education Week Commentary invited teachers, professors, and teacher-educators across the country to weigh in on this pressing challenge. This special section is supported by a grant from The Noyce Foundation. Education Week retained sole editorial control over the content of this package; the opinions expressed are the authors’ own, however.

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In my own work at one such nonprofit educational organization, I direct Making Sense of SCIENCE-a professional-learning project that has a proven record of deepening teacher knowledge, transforming classroom practices, and measurably increasing student achievement in science.

The secret sauce is offering teachers first-hand learning experiences that are science-rich, cognitively challenging, collaborative, and fun-not unlike what we want for our K-12 students. Many teachers have never learned science in this way, so reading a book, listening to a webinar, or attending a workshop is inadequate. Instead, teachers benefit from actively engaging in scientific practices, such as asking questions, gathering and analyzing data, and engaging in scientific argumentation. We use written cases of practice-similar to those used in business, medicine, and law-to foster peer-to-peer conversations about students and develop teachers’ professional decisionmaking. Finally, we empower teachers to take responsibility for their own learning and to develop their identities as lifelong learners who are part of a professional community.

For their part, regional groups-such as county offices of education or other intermediate agencies-and states can also invest in building capacity in science education. Michigan is already taking such an approach. The Michigan Mathematics and Science Centers Network deploys science leaders from 33 regions across the state to provide science professional development to educators, serving large urban districts such as Detroit as well as more rural remote counties in the north. A number of other states, including New Mexico and Texas, are also appropriating legislative funds earmarked to train a network of science leaders who, in turn, provide quality science professional learning at the local level.

This effort is absolutely worthwhile. Research suggests that teachers who feel successful and supported in their work are more likely to stay in the profession-yielding significant fiscal advantages. The researcher Richard Ingersoll has calculated that the revolving door of teacher turnover costs school districts upwards of $2.2 billion a year . More importantly, our students deserve high-quality science education that is inspiring, memorable, and prepares them for college, career, and life. Ensuring more professional-learning opportunities for teachers will go a long way toward helping us realize these successes.

Coverage of science learning and career pathways is supported in part by a grant from The Noyce Foundation, at www.noycefdn.org . Education Week retains sole editorial control over the content of this coverage. A version of this article appeared in the October 26, 2016 edition of Education Week as Good Science Teaching Requires Continuous Learning

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The teachers who inspired us, and even changed the trajectories of our lives

Rita Pierson leads off TED Talks Education, our first televised event, which will air on PBS on May 7. Photo: Ryan Lash

Rita Pierson is the kind of teacher you wish you had. An educator for 40 years, she is funny, sharp and simply has a way with words — so much so that today’s talk feels a bit like a sermon.

“I have had classes so low, so academically deficient that I cried. I wondered, ‘How am I going to take this group in nine months from where they are to where they need to be?” says Pierson, in this amazing talk . “I came up with a bright idea … I gave them a saying: ‘I am somebody. I was somebody when I came and I’ll be a better somebody when I leave. I am powerful and I am strong. I deserve the education that I get here’ … You say it long enough, it starts to be a part of you.”

Pierson’s talk will open our first-ever television special, TED Talks Education, which airs Tuesday, May 7 at 10/9c on PBS. It will be an exhilarating night, featuring talks from educators and innovators with bold ideas, plus performances from host John Legend. Set your DVRs and read lots more here »

In honor of Rita Pierson and TED Talks Education, I asked the TED staff: who is that one teacher who just really, truly influenced you?

“The teacher who changed my life was, serendipitously, my English teacher for kindergarten, 7th grade and senior year of high school. Ms. Barbato taught me how to write eloquently (I hope!), and she had this unexplained faith in me that really galvanized me as a student. What she taught me stuck with me through college and beyond.” — Olivier Sherman, Distribution Coordinator

“Mr. Eric Yang was only in his mid-twenties when I had him as my AP government teacher, but he was unforgettable. He was the first teacher I had who made keeping up with current events mandatory, forcing us to read news sources on our own time and not just from the textbook. He exuded discipline, and that was contagious.” — Thu-Huong Ha , Editorial Projects Specialist

“Mrs. Bailey was my English teacher. I loved her. I was the younger sister of an already very successful big sister, and that was a cloud over my head too. She held my hand and brought me into the sun with her love of the English language. She recommended books just to me, she made me feel special and I just couldn’t get enough of her. I went on a school trip to Amsterdam with her and she brought her husband, who was an artist. She changed my life.” — Juliet Blake , TED TV (who executive produced TED Talks Education)

“Mrs. Mendelson, my 8th-grade English teacher. This was my first year living in the U.S. I think she set the stage for future learning and she’s the main reason I have such good English right now, both written and spoken. So, thank you, Mrs. Mendelson.”  — Ruben Marcos, intern

“I still recall how awesome my 6th-grade teacher, Mr. Fawess, was. Middle school in general is basically Hades. I was extremely small, super nerdy, and had a unibrow, asthma and glasses — plus I left school once a week to take classes at the local high school. I got picked on a lot. Mr. Fawess came up with all these ways to take my mind off that — he talked to me about bullying and how to let things roll off your shoulder and gave me books I could read outside of class. He got me thinking about college early and what kinds of subjects I was most interested in. I consider myself lucky to have had such an inspiring teacher. If only he had discouraged me from dressing up as the skunk in our annual school play.” — Amanda Ellis , TEDx Projects Coordinator

“Robert Baldwin’s class ‘Essay and Inquiry.’ Every day: Walk into class. Sit down. Look at the handout on every desk. Read it. Start writing. Class ends — stop writing. Every day. Except Wednesday, when we’d put the desks in a circle and everyone would read something they’d written. The prompts were everything from simple questions like, “What’s your favorite memory of trees?” to readings from Rachel Carson or W.B. Yeats or Orson Welles. It was a whirlwind of ideas, and the constant writing forced us to wrestle with them, and (tritely but correctly) ourselves. It was like a boot camp in thinking. People I know who took, and loved, that class went on to some of the most amazing careers. Every time we get together, we gush about the quiet, unassuming, force of nature that was Mr. Baldwin. He would have hated that last sentence, because the metaphor is strained. But he also taught us to ignore authority, so I’m writing it anyway.” — Ben Lillie , Writer/Editor

“Mrs. Lewis, my 5th-grade teacher, read to us every week. She made us put our heads on the desk and close our eyes and then read wonderful stories to us: The Golden Pine Cone , The Diamond Feather .. . It made our imaginations come alive.” — Janet McCartney , Director of Events

“My junior high school science teacher, Dr. Ernie Roy, with his outsized laugh and booming voice, was one of my very favorite teachers. He demonstrated to us how important we were to him by making what were obviously personal sacrifices on our behalf: when the lab needed equipment, we knew he had purchased some of it on his own; when we couldn’t get a bus for a field trip, he took a few of us in his own car (something which could have gotten him into quite a bit of trouble); and when a big science fair deadline loomed large, he opened the lab every weekend to help us with our experiments. At a point in my life when I didn’t have a lot of guidance or positive role models, he taught me a lot more than science; he taught me, by example, the power of sacrifice, discipline and self-respect.” — Michael McWatters , UX Architect

“Dr. Heller, my 10th-grade social studies teacher, taught me that passion is the key to learning. I had never met anyone from kindergarten to 10th grade that matched his raw passion for the  meaning  behind historical events, and it was so contagious.” — Deron Triff , Director of Distribution

“Rene Arcilla, a professor of Educational Philosophy at NYU, changed the way I think.  Prior to that class, I hadn’t truly been challenged about what *I* actually thought — much of my educational life was about regurgitating answers. Rene was the first teacher who asked me questions that he/we didn’t know the answers to. Realizing that I had to actually provide the answers from within myself, and not look to an outside source, was very difficult at first. It was a muscle I had to build. I owe a lot of who I am today — and even this job — to the introspective, critical and philosophical thinking I learned from Rene’s classes.” — Susan Zimmerman , Executive Assistant to the Curator

“Mr. Downey — 7th- and 8th-grade Humanities. Still the hardest class I’ve ever taken!  I’d credit Mr. Downey with helping me think more expansively about the world. Right before 8th-grade graduation, he showed us Dead Poets Society , and on the final day of class we all agreed to stand on our desks and recite ‘O Captain, my captain.’  It was all very dramatic and I think there were tears.” — Jennifer Gilhooley, Partnership Development

“I took my first painting class my sophomore year of high school and fell in love with it. My teacher, Ms. Bowen, told me I could use the art studio whenever I wanted to, and gave me access to all kinds of new paints and canvasses. I spent almost every lunch period there for a few years, and regularly stayed in the studio after school ended. One day, Ms. Bowen told me that a parent of a student I had painted expressed interest in buying the painting of her daughter. After that first sale, I painted portraits of kids in my school on a commission basis, and continued to do so for the remainder of my high school experience. Thanks to Ms. Bowen’s mentorship, I felt empowered to try to make money from something I was passionate about and loved to do.  Here  is one of the paintings.” — Cloe Shasha , TED Projects Coordinator

“I had a chemistry teacher, Mr. Sampson, who used to meet me at school an hour before it started to tutor me when the material wasn’t clicking. That was the first class I had ever really struggled with, and he made this investment to help me get through the material — but more importantly learn that I could teach myself anything.”  —Stephanie Kent, Special Projects

“On the first day of my Elementary Italian Immersion class, I asked to be excused to use the restroom in English. Professor Agostini kept speaking rapidly in Italian as I squirmed in my seat. Since she seemed unclear about my request, I asked her again to no avail. Finally, I flipped through my brand-new Italian-English dictionary and discovered the words, ‘ Posso usare il bagno per favore .’ Suddenly, she flashed me a smile, handed me the key, told me where to go in  Italian , and pointed to my dictionary so I could learn how to follow her directions. Even though I only studied with her for one semester, I will never forget that I emerged from her class knowing intermediate-level Italian.” — Jamia Wilson, TED Prize Storyteller

“My history teacher in high school, Mr. Cook, challenged us to think hard about what happened in the past and directly related it to what was happening around us. He gave us ways to try and predict what could happen in the future. He was the first person to make me take ownership of what it meant to be a citizen and the social responsibility that came with that. Because he taught ‘World History’ rather than a regionally specific class, we learned extensively about other countries, and I am convinced he is the reason that I went abroad to Ghana in college and I am now still an avid traveler today.” — Samantha Kelly, Fellows Group

“The professor who taught me Intro to Women and Gender Studies my sophomore year of college completely changed my framework for thinking about human relationships within a hierarchy. She brought coffee and tea to class for us every morning to congratulate us for being so dedicated to learning as to choose an 8:30 a.m. class. When I emailed her to say I’d be out sick, she sent me a get-well e-card. And when, in a fit of undergraduate irresponsibility, I simply failed to do an assignment, she wasn’t the least bit mad — instead, I received a phone call from her a week after the end of the semester informing me that, because I’d done such good work, she couldn’t bear to give me the B+ I numerically deserved. It was incredible to see how fully she lived the subject she taught; the philosophy of compassion and equality.” — Morton Bast , Editorial Assistant

“My high school photography teacher, Susan Now. I’m convinced that the support I got from Susan got me through high school. Two years later, when I was freaked out about transferring colleges, I, without hesitation, called her for advice. She made me feel comfortable and challenged me to speak up and be confident with expressing myself as a student. So valuable!” — Ella Saunders-Crivello, Partnerships Coordinator

“Cliff Simon, one of my college professors, taught me that wisdom is the greatest pursuit, our skills and passions are transferable, and that fear will only ever always hold us back.  To this day, he’s a great mentor.  We’re now great friends, and I even officiated his wedding ceremony.” — Jordan Reeves, TED-Ed Community Manager

“My 10th-grade biology teacher spoke and interacted with me like I was a grown-up individual and not one of a batch of ‘kids.’ He made us all fascinated with the subjects he taught because he spoke to us not at us. I always worked hard to match that capacity that he saw in me. He was only in his 50s when, a few years after I graduated, he died suddenly of a heart attack. Lots of sad former students.” — Ladan Wise , Product Development Manager

“Stephen O’Leary, my professor and mentor at the University of Southern California, showed me that the quality of my thinking could be directly traced to the quality of the authors I referenced in my bibliography. This realization motivated me to both seek and challenge everything I have read ever since. This habit likely played a part in me finding myself so passionate about being a part of TED.” — Sarah Shewey , TEDActive Program Producer

“My high school art teacher was equal parts smart and silly, and always insightful. Mr. Miller showed a bunch of restless seniors that art class wasn’t just about memorizing which painters influenced which periods. Instead, he taught us that art was — at its core — an exciting way to touch both the head and the heart. Mr. Miller took our  class to the Met in New York one warm spring afternoon, a trip I’ll never forget. Great art, he told us, was about great ideas, and not simply the pleasing arrangement of color, shape and form. Thank you, Russ Miller.” — Jim Daly, TED Books 

“Mrs. Presley, my 1st-grade teacher, advanced my reading skills to full-on chapter book independence … and for that I’ll be forever grateful! But the most valuable gift she gave me was self-esteem. At my school, we’d bring a brown bag lunch with our name written on the bag. I always wanted a middle name like the other kids, and this daily ritual made me feel the lack. I must have let my mom know, because she started to write middle names on my bag. At first it started: ‘Marla Ruby Mitchnick.’ Then ‘Marla Ruby Diamond Mitchnick,’ and then ‘Marla Ruby Diamond Violet Mitchnick,’ and so on. Mrs. Presley never skipped a single syllable — she just read it straight through, and I felt like a beloved and fortunate person with a beautiful name, surrounded by wonderful friends.” — Marla Mitchnick , Film + Video Editor

“I signed up for Journalism 1 in high school having no idea what I was getting myself into. Marcie Pachino ran a rigorous course on the joys of telling other people’s stories and on the extreme responsibility that comes with reporting news that might otherwise go unheard. She was kind and inspiring, but wouldn’t hesitate to give you an edit of an article that simply read ‘Ugh’ in big red letters. The key: you always knew she was right. I went on to become a journalist professionally and, in all my years of writing, I’ve never encountered a more demanding editor.” — Kate Torgovnick, Writer (the author of this post)

“Professor Stephen Commins completely changed my  learning experience at UCLA. He pushed the boundaries of what I thought I could accomplish as an undergrad, and having him as my research professor improved my quality of education tenfold. I’ll never forget in my last lecture with him, he left our class with this piece of advice: to work on poverty domestically before attempting to help those abroad, because you aren’t truly a development professional until you have done both.” — Chiara Baldanza, Coordinator

“My high school English teacher Veronica Stephenson went above and beyond to allow me the opportunity to dive into theater and acting in a very underfunded arts community. She saw passion in me, and engaged it by spending a lot of her own time and effort to help me pursue something I loved. I learned so much from her and got more personalized experience than I probably would have from a more arts-focused curriculum due solely to her faith in me.” —Emilie Soffe, Office Coordinator

Now it’s your turn. Who is the teacher who most inspired you? Please share in your comments.

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Teachers who inspired great scientists

A great teacher can change the world.

All of us can recall a special teacher who inspired us, challenged us, opened our eyes to new possibilities.

“You remember them because they lit a flame within you,” says astrophysicist and science popularizer Neil deGrasse Tyson.

“They got you excited about a subject you previously didn’t care about, because they were excited about it themselves. Put that in every classroom, and it will change the world.”

In celebration of UNESCO World Teachers Day, we present reflections from some of the world’s greatest physicists, past and present, on the teachers who inspired them.

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The Inspirational Role of a Science Teacher

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Introduction

Teaching is an honorable profession that holds the key to enlightening the minds of future generations. Among the various streams of education, science holds a unique position due to its potential for innovation and development. The role of a science teacher, therefore, extends beyond merely sharing knowledge – it involves inspiring curiosity and fostering critical thinking. Throughout this article, we will explore the significance of science teachers, their responsibilities, and their impact on students’ lives.

The Core Responsibilities of Science Teachers

1. Conceptual Understanding: Science teachers are responsible for helping students develop a deeper understanding of scientific concepts through experimentation, observation, analysis, and interactive learning methods.

2. Application of Knowledge: Science lessons should not be limited to theory. Teachers should encourage students to apply their learnings in real-world situations and understand how scientific principles shape our lives.

3. Stimulating Curiosity: Good science teachers prompt curiosity among students by asking thought-provoking questions and encouraging debates on relevant topics.

4. Fostering Critical Thinking: Teachers must nurture critical thinking skills in students, enabling them to identify patterns and relationships in data, determine causes and effects, and devise potential solutions to problems.

5. Assessing and Evaluating Progress: Regular assessments should be conducted by science teachers to monitor students’ progress and adjust teaching methods accordingly.

The Impact of Science Teachers on Students’ Lives

1. Shaping Careers: Motivating science teachers can spark an interest in students that may eventually lead them to choose careers in science, engineering, medicine, or other related fields.

2. Encouraging Collaborative Learning: Successful teamwork demands communication and collaboration – skills that are reinforced by science teachers during laboratory experiments or group assignments.

3. Enhancing Analytical Abilities: Developing strong analytical skills in students allows them to succeed not only in scientific subjects but also across various other disciplines.

4. Promoting Environmental Consciousness: As advocates of science, teachers possess the power to instill environmental awareness in students, creating responsible citizens aware of the consequences of human actions on our planet.

5. Striking a Balance Between Theory and Practice: Science teachers play a crucial role in connecting abstract concepts with real-life applications, thus ensuring that students appreciate the practicality and importance of scientific knowledge.

A science teacher’s influence extends far beyond the classrooms they teach in; their impact reverberates throughout society as they cultivate a new generation equipped with critical thinking skills and an insatiable desire for knowledge. As mentors, role models, and facilitators of learning, science teachers play a pivotal role in shaping well-rounded individuals who contribute significantly to a progress-driven world.

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You Answered: The 5 Qualities of Inspiring Teachers

We asked goodnet facebook fans to describe what made their favorite teachers so influential and inspirational. this is what they said..

The best teachers know that a passion for learning is infectious. (wavebreakmedia / Shutterstock.com)

What makes a teacher memorable? We all have a story of an incredible teacher who we credit with helping us become the people we are today. Goodnet’s Facebook fans were asked to describe an important teacher in their lives and explain what it was that made them have such an impact - these were the most touching responses.

TEACHERS INSPIRE PASSION FOR THEIR SUBJECT

“ Mrs. Dahle was my 6th grade homeroom teacher and also my history teacher. Because of the hands-on way she taught history, to this day I have this obsession with ancient history .” - Danielle Haring “My elementary school art teacher - she was my teacher from kindergarten through 6th grade. Through those 6 years of school she helped me improve, taught me new techniques, would let me borrow some of her art books and altogether made me feel confident in my art. Today, I have my own art studio through her encouragement.” - Mariah Lynn Rosenthal “ My 6th grade literature teacher, Mrs. Walsh, was my favorite teacher. Before her I never liked reading and now it's hard to find me without a book in my hand. She taught me that not every moment of the day is the best time for reading but when you're alone there is always an adventure or time to be had in a book. ” -Will McClelland

TEACHERS FACILITATE PERSONAL GROWTH AND BUILD SELF ESTEEM   

“Mrs. Baird & Coach Brewster from Miller Intermediate School. They just had this way about them. They seemed to always know what was going on with us kids and always knew just the right things to say to us.” - Tammy Cash “Ms. Courtney Ormerod Wells was my teacher and cheer coach. She taught me to love myself no matter what anyone else says.” - Katelyn Goodlett “Jannetta Carney and Stephanie Schultze! These two crazy ladies got me right out of my shell and made me realize my talent within. They saw something in me that wanted out and pushed me towards it. You two are the reason I never shut up!”  - Kayla Thompson “My former sophomore science teacher, Mr. Binns, taught us that we can do anything and be anything in life. He taught me a motto that I will forever live by: ‘I can, I will.’” - Diana Grace “My French teacher Ms Elliott. taught me that it's okay to ask for help - that it's not a sign of weakness.”  - Nikki Eldar “My 8th grade teachers Mrs. Helman and Mr. Slone taught me that everyone is a person. They also taught me that I matter.” - Leila Smith

Enthusiastic teachers celebrate success. ((wavebreakmedia / Shutterstock.com)

TEACHERS MAKE LEARNING FUN AND ACCESSIBLE

“My 6th grade English teacher taught us fun ways to remember certain types of pronouns and different grammar rules, which I now have taught my own daughter.” - Veronica Orin “Mr. Steve "Flo" Florence of West Lafayette High School was my robotics coach. Through building competitive robots, he taught us how to work with others in a positive and constructive manner. He is the reason engineering is a big part of my life.” - Missy Lynn Tilton

TEACHERS SEE THE BEST IN THEIR STUDENTS

“My elementary school math teacher, Ms. Smith. She taught me there's no such thing as a bad kid, only bad behavior.” -  Holly Rose “My 6th grade teacher, Sharon Ray. Coming from a rough background going into Mrs. Ray's class, she never once judged me for who my family was. ”  - Kayla Dawn Patterson “My son's first grade teacher, Mrs. Dodson, noticed his reading issues. Without her help and devotion, my son would never have learned to read. He was so clever, he was memorizing the books so he knew the answers. Thank you Karen Dodson for that.”  - Lola Carter

Inspired teachers see each student as a special individual. (wavebreakmedia / Shutterstock.com)

TEACHERS JUST PLAIN SHOW HOW MUCH THEY CARE  

“My teacher in primary school knew I didn't fit in with the other kids and was lonely so she used to give up her breaks just to talk to me or even let me read to her. She always listened and let me stay in when all the kids had to go out. I know it won't seem like much but to me it was everything.”  - Holly Miller “Beth Ann Krebs was my 3rd grade teacher. When I was going through surgeries for my brain tumor, she would come up and visit me while I was in Cardinal Glennon.” - Logan Sisk “Miss Weingart of Lakewood High School gave great hugs. I started having classes with her a few years after my dad died. Mom was in a very bad depression, and my family just didn’t talk about feelings. Ever. I remember being sad and she gave me a simple hug. She empathized with me. I can safely say I loved that woman.” – Anonymous

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‘I Had Great Teachers Growing Up Who Inspired Me With Curiosity and Encouraged Me to Do Whatever I Wanted in Life,’ Says NCSTA Ann and Dr. Bill Palmer Science Administration Distinguished Service Award Winner Cliff Hudson ‘16MSA

Moon Man, The Rock Guy, Science Guy and Oreo Guy are just a few of the nicknames Cliff Hudson ‘16MSA has been given over the last few years from students in Martin County Schools. Oreo Guy comes from a cookie moon phase activity that Hudson presented to the students.

As K-12 science/STEM coordinator for Martin County Schools, Hudson works with science and STEM teachers in the district to provide resources and support. He also provides professional development to the staff, helps organize and coach science competitions and writes grants to provide materials and projects for students and teachers.

But what he enjoys most about his role is being able to model and co-teach lessons and activities with the teachers. Hudson says he enjoys co-teaching with the “great science staff and watching the students’ excitement as they discover and learn new things.”

That enthusiasm shows in his work and hasn’t gone unnoticed by his peers as Hudson was presented with the 2020 North Carolina Science Teachers Association (NCSTA) Ann and Dr. Bill Palmer Science Administration Distinguished Service Award.

The award is given to a person exhibiting leadership in science education, contributing to improvements in science education, and excelling in the aspects of science education. The honor is determined by other science educators throughout North Carolina.

“It is a humbling experience to be awarded this state-level honor from the North Carolina Science Teachers Association. We are doing some great things in Martin County and I owe a lot of that success to the great science staff that I get a chance to work alongside every day,” Hudson said. “Not only do I get to work with great staff, I get to work with some fun and amazing students who brighten my day. My wife can tell when I am scheduled to work in a classroom before I leave for work in the morning just by extra peppiness. I truly love providing those opportunities for curiosity for our students.”

Hudson, who has served in Martin County Schools for 16 years, started his education career as a lateral entry science teacher when he graduated with his undergraduate degree in biology. He taught Earth/environmental science at Williamston High School for 10 years before transitioning into school administration. And for the past four years, he has served in his current role.

His mother was a huge inspiration for him wanting to go into education. She was an educator for more than 30 years and is retired now.

“Watching her prepare plans, talk about teaching and the things she was doing to help provide the best experiences for her students really made me want to do the same thing for other students,” he said.

As a teacher, Hudson knew he wanted to take on more leadership roles within his career and saw the positive impact a school administrator has on the school as a whole, which inspired him to pursue a Master of School Administration .

“I want to support teachers who, in return, support and promote a positive learning experience for students. As a teacher, I had a positive impact on roughly 150 students a year and I wanted to have a larger impact on students,” he said. “I get up every day and do what I do for the students. They are the reason we as educators do what we do.”

Hudson chose the NC State College of Education because of the Northeast Leadership Academy (NELA) , where he is a graduate of cohort four.

“NELA is one of the top programs in the nation that provides deep rooted practice in supporting leaders in Northeast North Carolina. NELA invests a lot of quality training and materials into its students to help them become successful at transforming schools in rural counties,” he said.

Hudson says the NELA program focuses on “building culture and relationships at the heart of the practice.” There is a quote from one of his professors that has always stuck with him and that was “culture eats strategy.”

“I can have the most beautiful school reform plan on paper but if the people don’t believe in it and the building-level culture isn’t where it needs to be, that plan is useless,” he said. “The year-long, real world experience NELA provided was instrumental in preparing for a building level leadership position.”

Growing up, Hudson loved science and was always fascinated with the discoveries and curious about how and why things are the way they are in the natural world. Having great science teachers, he wondered how “cool” it would be to teach students every day about the world around them and be able to have fun while doing it.

“Every day I get to play with rocks, microscopes, robots and electricity, walk outside and play in the dirt, look at plants and the sky, all while having fun doing it — it’s a way to live,” he said.

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Innovative Teachers for Tomorrow’s Careers

By  E. Gordon Gee

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Great teachers are vital to the success of our nation’s students. Teaching also happens to be one of the most rewarding vocations a person can pursue -- one that directly affects the next generation, fuels our economy and changes lives.

I’ve been thinking about this a lot as thousands of students and teachers have returned to school. Just before the summer break, I visited North Elementary School in Morgantown, W.Va., where I observed students from West Virginia University teaching math to a class of bright fifth graders. Coincidentally, my daughter was enrolled in the first class attending North Elementary several decades ago, so the visit was especially personal to me.

During this lesson, students traced prisms to create sets of rectangles and then measured to find the total surface area. I joined student groups as they worked together as a class, with the teachers’ assistance, to find patterns in those calculations, which helped them derive the general formula to find the surface area. What stood out to me was how by coming to the formula on their own, the students helped solidify their understanding of the concept. That’s the kind of pre-algebra learning that happens when instructors bring passion and expertise to the classroom.

Research affirms that teachers who are knowledgeable about their content area -- particularly in science, technology, engineering and math -- are better able to instruct and inspire students. But too few of our nation’s STEM experts choose to apply their talents to this important career path. According to Change the Equation’s analysis of data from the U.S. Department of Education, only 30 percent of eighth graders are taught math by teachers with an undergraduate degree in mathematics, and only 48 percent of eighth graders have science teachers who majored in science. This is a big loss. Excellent math and science teachers inspire and prepare students to become tomorrow’s technology innovators, enhancing our national security and burgeoning STEM industries.

The UTeach program, which began 20 years ago at the University of Texas at Austin, brings together universities, nonprofit organizations and private foundations to address the need for excellent teachers in STEM subject areas. UTeach encourages STEM majors to combine their degrees with secondary school teaching certification without adding time or cost. This removes a major barrier that keeps STEM majors out of the classroom.

UTeach helps students obtain both their STEM and teaching degrees as efficiently as possible. The program offers tailored course work, early classroom experiences and mentors to develop qualified teachers with deep content knowledge in science or math. STEM majors take classes such as Inquiry Approaches to Teaching, Classroom Interactions in Mathematics and Science and Apprentice Teaching, all of which prepare students to become better teachers and help ensure they are investing their efforts in a career that is right for them. And various program partners -- schools of science and education, as well as local school districts -- work together to ensure graduates are ready to meet the needs of their future students.

Today, with the help of organizations such as ExxonMobil, the National Math and Science Initiative, and the Howard Hughes Medical Institute, UTeach is flourishing at 46 universities across 22 states, with more than 6,500 students enrolled. I’m proud to count West Virginia University among that group.

WVU established WVUteach in 2014, thanks to a five-year grant from National Math and Science Initiative, via the Howard Hughes Medical Institute. Housed in the WVU Center for Excellence in STEM Education, WVUteach is a robust partnership between the Eberly College of Arts and Sciences and the College of Education and Human Services. Students can also enter the program through the Statler College of Engineering and Mineral Resources and the Davis College of Agriculture, Natural Resources and Design.

Since its inception in 2015, the program has enrolled 143 students, and we look forward to graduating our first class in 2018. Those graduates, and those who will follow, cannot arrive soon enough -- West Virginia currently has 92 vacancies in K-12 math teacher positions alone.

Beyond filling those crucial positions with content experts, West Virginia has so much to gain in inspiring and preparing the next generation of STEM talent. With the average STEM salary in West Virginia paying $62,940, nearly double the state average for non-STEM careers, the potential returns are huge: if each graduate from WVUteach inspires even one student to pursue a STEM career, the increased revenue to the state will pay for the program many times over.

The UTeach Institute has been an effective partner in helping WVU implement our program. For universities interested in establishing a program on their campus, the UTeach Institute can help assess the institution’s capacity to implement the program and offer advice on funding it.

In that fifth-grade classroom at North Elementary, I saw our future innovators and teachers, and I take seriously our responsibility to prepare them today for tomorrow’s careers.

Now is the time to prepare every teacher and every student in every classroom with the math and science education they need and deserve. By 2022, almost 7,700 UTeach graduates will have taught more than four million students nationwide. WVU is proud to champion this proven teacher preparation model, and I urge fellow education leaders, policy makers and scholars to support programs like UTeach at every public and private university across our nation. The future is now, and our students need high-quality STEM teachers to lead the way.

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The Hechinger Report

Covering Innovation & Inequality in Education

What makes a good science teacher?

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What are the essential ingredients of good science teaching?

Janice Crowley , chair of the science department at Wichita Collegiate School in Kansas, faced that question last year when she had to choose between two candidates for a vacancy in earth science.

One held a Ph.D. in the discipline, while the other had a strong passion for the subject as well as his students.

“Both candidates were way beyond [qualified] what they would be teaching,” she said.

“The Ph.D. looks good on paper,” said Crowley, who holds a doctorate herself. “But, the second candidate, who held a master’s degree not in earth science but in chemistry, was all about the kids.”

Her dilemma highlights a key question: How is science best taught – and by whom?

As a teacher, “you need to know the subject,” said Martin Storksdieck , Ph.D., director of the Board on Science Education at the National Research Council. However, “independent of content knowledge, the teacher has to have the ability to make connections and excite students,” he said. “Can the teacher go deeper, be flexible and explain why something is important? This is the human part, often overlooked. And accurately measuring success is a science in itself.”

Storksdieck said the U.S. needs to rethink how it teaches science. “The idea that 30 students seated in a classroom would learn the same thing, on the face of it, doesn’t make sense,” said Storksdieck, who was educated in Germany. “You learn by doing,” he said.

Training the best science teachers

When President Barack Obama called for the government to spend $1 billion in 2011 to improve K-12 science education, he earmarked a full 30 percent to help train science teachers and to figure out which methods work best.

So what are the methods?

Here are some examples:

UTeach, a discipline-based program, places undergraduate math and science majors in education classes and gives them student-teaching experience. The program began in 1996 at the University of Texas-Austin and is now offered by 21 universities in 11 states.

Teach For America recruits a growing number of recent college graduates with strong backgrounds in math, science and engineering, who then receive content-specific training at a summer institute and targeted support during their two-year commitment.

The New Teacher Project recruits and trains high-achieving individuals to become teachers in hard-to-staff schools.

At Science Leadership Academy (SLA) in Philadelphia, they are doing just that.

The high school opened in September 2006 with a special emphasis on inquiry. Developed in partnership with The Franklin Institute , a science museum in Philadelphia, students at SLA learn in a project-based environment where research, collaboration, presentation and reflection are emphasized in all classes.

“Our engineering teacher dares kids to design green energy. Our kids have made urban windmills and bio-diesel generators, solar water heaters, solar collectors, and they’ve done so not always knowing how to do everything,” said Chris Lehmann , the school’s founding principal.

The school’s longer-than-usual class periods allow for more laboratory work in science classes and performance-based learning in all classes. Flexible schedules permit students to take advantage of dual-enrollment programs with local universities and career-development internships in laboratory or business settings.

The idea is to expand education beyond the four walls of the classroom into every facet of the students’ lives, school officials say.

At Santa Monica High School in Southern California, senior Emma Alice Miller sees physics everywhere she turns.

“When you hear a police siren coming towards you, when you look in your rearview mirror, when you look through your glasses, when you see a rainbow, when you throw a ball – they are all represented and explained by physics.”

Miller credits her high school physics teacher, Ms. Reardon, with igniting her passion for the subject. “Ms. Reardon introduced me to physics for the first time in a fun way. She gave us labs to help us better understand the material and get more involved,” said Miller.

Miller now intends to study physics in college, a decision she attributes to her experiences in Ms. Reardon’s class. “For a unit in motion, we dropped water balloons and timed them, and then did calculations on this data. Mrs. Reardon was able to get everyone in the class to participate.”

In the end, good science teaching is not just about communicating facts. “High school lessons in biology were anything but fun,” said Funmi Olopade , an internationally recognized oncologist and geneticist, physician and professor at the University of Chicago.

Memorization was the secret to Olopade’s success but it left her less than enthusiastic about the subject. One teacher, though, sparked her passion for science.

“My high school physics teacher was amazing,” she said. “He spent hours – extra time helping us with homework – and made physics fun and relevant.”

She loved her ecology class, too, where experiments in nature took her outdoors in her Nigerian homeland. Subsequent physics experiments helped her understand the laws of nature. By the time she entered medical school, she had a thirst for knowledge – and biology terminology, which she had previously languished over, now served a purpose.

And Crowley, the department chair trying to decide between the Ph.D. and the passionate teacher – which candidate did she eventually choose?

“If there’s a guy who’s great at blowing things up but can’t interact with his students,” she said, “there will be a disconnect.” And then the students lose interest.

So Crowley said she went with her gut, rejecting the Ph.D. in favor of the instructor who was passionate about teaching. Today, she says, “he’s one of the most favored teachers in the building.”

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• Pingback: To learn more science, take more science — Joanne Jacobs

Thank you for the great post. I am glad that Janice chose the individual who was “all about the kids.” Especially in a time when education is moving towards online and distance learning, this really hammers home the importance of the face-to-face interactions between teacher and student. It is easy to get caught up in the love affair of education and technology, and how it can take education beyond the classroom’s time and space constraints. However, this post lays out how passion is born through human interaction and activity.

In my experience as a teacher I agree with the choice. I would like to add that when you understand the physical to the abstract scientific process of the natural human learning and the subject matter science becomes the experience for both the teacher and students. It has been my experience that science is how the physical universe really works and not about how I think, wish, or want it to work. Scientific understandings can be observed and aided to the overall scientific experience for each student. The teachers passion for their students is based on a level of respect that all the students are capable of experientually understanding the scientific aspects of the curriculum. When the teacher understands the whole spectrum of the subject they can design the educational environmental experience from physical to the abstract so that each individual student consciously experiences the science. If the scientific goal is the natural intellectual development of all children then it needs to be understood that the present education system’s science is about the student’s response to the externally motivated goals of the system and not upon the facilitation of their natural intellectual potential.

• Pingback: Hechinger Report | What makes a good science teacher? « M.A.T. Advising Source
• Pingback: I Hate Science! | Jacky's Blog

I’m currently a substitute teacher working to obtain my Chemistry License but I’m having trouble passing the test. What I have experienced working with inner city kids is that our student lack basis prerequisites needed to be successful in science. Many of the students previous teachers were not strong in science or could not perform the different labs because 1)class size to large, 2) not enough interest in the area, 3)children do not have the cognitive knowledge to understand the meaning behind the activities. We are fighting a generation who have no desire to think on their own. This is the microwave generation, give it to me right now and all I have to do is push a button. Project base learning is great but cannot be performed without prerequisite.

Children are natural scientists. They enter school wanting to know how and why everything works. We do a great job extinguishing this curiosity with cookbook lab exercises and memorization of the facts. I have colleagues who say that they don’t care how students feel about science or learning concepts, just as long as they get the right answer on the lab sheet. Want to know why we’re not doing so well in science? This is why!!

• Pingback: Who was your best teacher and why? « Center for Teaching

I am so happy to see how a selection for a teacher was made.Different people give different weightage to the same parameters.I strongly feel that while selection it is more important to see what is the ultimate goal you wish to achieve.Is it research of teaching and also whom?school teaching or college?

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The True Teacher

The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. — William Arthur Ward

As a full-time medical educator for the past 56 years and counting, I have been called many things. But not until a year ago did someone call me a guru. That someone—a former trainee of mine—sent me the following letter on my 80th birthday:

Dear Dr. Fred, As your cardiologist, I congratulate you on reaching yet another milestone in your journey forward. I was reflecting on what you mean to me and will share the meaning of guru as some of us from India understand it. A guru stands third only behind the mother and the father and is placed ahead of God (who is in fourth place!). A guru is not just a teacher. If you will indulge me, I will highlight some of the differences: A teacher leads you by the hand. A guru leads you by example. A teacher sharpens your mind. A guru opens your mind. A teacher instructs you. A guru constructs you. A teacher answers your questions. A guru questions your answers. A teacher takes responsibility for your growth and education. A guru makes you responsible for your growth and education. To my guru, Happy Birthday. Ramesh

Before receiving that letter, I had never thought of myself—or any other medical educator—as a guru, probably because guru is not a conventional term in the lexicon of medical education. In that sense, the letter surprised me. It also humbled me and made me grateful, appreciative, and proud.

And it gave me reason to wonder, to think, and—ultimately—to offer this response.

Because I've had personal communications with Dr. J. Willis Hurst over the years and agree with his educational philosophy, I would tend to substitute true teacher for guru in Ramesh's letter. In Teaching Medicine: Process, Habits, and Actions , 1 Hurst writes that teachers announce information in lectures and brief meetings, keep order, record grades, and worry about the curriculum. Yet they may know little about how people learn. A true teacher, as he defines it, understands how people learn and recognizes the difference between memorizing facts and thinking and learning. Hurst emphasizes that true teachers are filled with curiosity, pursue answers to questions that they or others raise, give their time to those being taught, show interest in many subjects, are good observers and communicators, continually study, enter the minds of their trainees, and retain a sense of wonder and awe.

Throughout high school, college, and even medical school, I thought that learning depended on having a good teacher. When I became an intern, however, I learned that the most active role in my education belonged to me: my resident regularly one-upped me by quoting pertinent articles he had abstracted on cards. His knowledge and method of storing facts impressed me, so I asked to duplicate all of his cards. He refused, encouraging me to devise my own filing system. I did. Now, over a half century later, I have what I suspect is the largest general medicine reprint file anywhere—upwards of 3 million articles, all catalogued and easily retrievable. Working daily on these files keeps me abreast of new developments, refreshes my memory on many aspects of medicine, and helps me enormously in my teaching.

When I became a full-time medical educator, I began to realize that good students make teachers look and feel good. But I also realized that all students must learn what their instructors cannot teach them. For that purpose, good questions are far more effective than good answers.

Consequently, I strongly support the Socratic method of teaching, firmly believing that we teachers don't teach; at most, we stir students to learn. 2 And we promote learning more by the questions we ask than by the answers we give. Again, the most active role in education belongs not to the teacher but to the student.

One final point. Instructing a student is easy. “Constructing” a student is hard. Even harder is the goal of a true teacher: enabling students to construct themselves. For that process to work, the interaction between student and teacher must be ongoing.

As for my own “construction,” I had the good fortune to spend 5 years working closely with my medical mentor, Dr. Maxwell Myer Wintrobe, the man who was primarily responsible for making hematology a subspecialty. He demanded much, both of himself and of those around him. He abhorred excuses, expected top effort, and rewarded only exceptional performance. He was always firm, but always fair. Never satisfied, he would often say, “No matter how good a job we do, we can always do a better one.” He taught by the Socratic method, asking many questions and supplying few answers. He taught best, however, by setting examples, particularly examples of hard work, self-discipline, self-education, clear thinking, intellectual honesty, and intellectual curiosity. In short, he enabled me to construct myself.

Address for reprints: Herbert L. Fred, MD, MACP, 8181 Fannin St., Suite 316, Houston, TX 77054

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The Heart of Teaching: What It Means to Be a Great Teacher

Kindness, empathy, and a focus on building community are among the qualities of a great teacher.

What does it mean to be a great teacher? Of course credentials, knowledge, critical thinking, and all other faculties of intelligence are important. However, a great teacher should be much more than credentials, experience, and intelligence.

What lies in the heart of a great teacher?

You are kind:  A great teacher shows kindness to students, colleagues, parents, and those around her or him. My favorite saying is “kindness makes the world go around.” It truly changes the environment in the classroom and school. Being a kind teacher helps students feel welcomed, cared for, and loved.

You are compassionate:  Teaching is a very humanistic profession, and compassion is the utmost feeling of understanding and showing others you are concerned about them. A compassionate teacher models that characteristic to the students with her or his actions, and as a result students will be more open to understanding the world around them.

You are empathetic:  Empathy is an important trait to have and to try to develop in ourselves and our students. Being able to put yourself in someone’s shoes and see things from their perspective can have a powerful impact on our decisions and actions.

You are positive:  Being a positive person is not an easy task. Being a positive teacher is even harder when we’re always met with problems with very limited solutions. However, staying positive when it’s tough can have a tremendous positive impact on the students and everyone around us. Looking on the bright side always seems to help make things better.

You are a builder:  A great teacher bridges gaps and builds relationships, friendships, and a community. Teachers always look to make things better and improve things in and outside of the classroom. Building a community is something a great teacher seeks to do in the classroom and extends that to the entire school and its community.

You inspire:  Everyone looks at a great teacher and wants to be a better teacher, a better student, and even a better person. A great teacher uncovers hidden treasures, possibilities, and magic right before everyone’s eyes.

This piece was originally submitted to our community forums by a reader. Due to audience interest, we’ve preserved it. The opinions expressed here are the writer’s own.

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Essay on My Teacher My Inspiration

Students are often asked to write an essay on My Teacher My Inspiration in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on My Teacher My Inspiration

Introduction.

Teachers play a crucial role in shaping our lives. They are the ones who ignite the spark of curiosity and help us discover our passions. My teacher, Mrs. Smith, is my inspiration.

Guidance and Support

Mrs. Smith always guides and supports me. She has a unique way of making learning fun and interesting. She encourages creativity and critical thinking.

Life Lessons

Beyond academics, Mrs. Smith teaches important life lessons. She emphasizes the values of honesty, kindness, and resilience. These teachings inspire me to be a better person.

In conclusion, Mrs. Smith, my teacher, is my inspiration. She has greatly influenced my life and I am grateful for her presence.

250 Words Essay on My Teacher My Inspiration

Embodiment of knowledge.

My teacher is a veritable treasure trove of knowledge. Their profound understanding of the subject matter and ability to simplify complex concepts has always left me in awe. It is their knowledge that has ignited the spark of curiosity within me, encouraging me to delve deeper into my studies.

Instilling Values

Beyond academics, my teacher has been instrumental in instilling in me values of integrity, discipline, and empathy. They have shown me that education is not just about acquiring knowledge, but also about developing character and becoming a responsible and compassionate individual.

Perseverance Personified

My teacher’s resilience and perseverance in the face of challenges have been a source of great inspiration. Their determination to overcome obstacles and their unwavering commitment to their profession have taught me the value of perseverance and hard work.

In conclusion, my teacher has been a beacon of inspiration in my life, shaping my character and guiding me towards knowledge. They have shown me the importance of perseverance, instilled in me valuable life values, and ignited my curiosity. It is through their guidance that I have been able to navigate my academic journey with confidence and enthusiasm.

500 Words Essay on My Teacher My Inspiration

The beacon of knowledge: my teacher.

Teachers play a pivotal role in shaping the minds of students. They are the architects of a nation’s future, molding young minds into responsible citizens. My teacher, a paragon of wisdom and patience, has been my greatest inspiration, instilling within me a thirst for knowledge and a love for learning.

The Epitome of Patience

A source of motivation.

My teacher is a constant source of motivation. Her passion for teaching and dedication to her profession is infectious. She has an unquenchable thirst for knowledge, which she passes on to her students. Her words of encouragement have always been a source of strength to me, pushing me to strive for excellence. She has shown me that learning is not a destination, but a journey of discovery, exploration, and enlightenment.

The Power of Empathy

Empathy, a virtue often overlooked, is another quality I admire in my teacher. She has the ability to understand the emotional state of her students, providing comfort and guidance during difficult times. This empathetic approach fosters a nurturing and inclusive environment in the classroom, allowing students to express themselves freely. Her empathy has inspired me to be more understanding and compassionate towards others.

Conclusion: A Lasting Impact

The influence of a good teacher can never be erased. My teacher, through her knowledge, patience, motivation, empathy, and moral teachings, has left an indelible mark on my life. She has not just taught me academic lessons, but also life lessons that I will carry with me throughout my journey. She is more than just a teacher; she is my inspiration, my guiding star leading me towards knowledge and wisdom. In the words of Henry Adams, “A teacher affects eternity; he can never tell where his influence stops.”

In conclusion, my teacher has played an integral role in my personal and academic development. Her influence extends beyond the classroom, shaping my values, attitudes, and outlook on life. She is, indeed, my greatest inspiration.

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How My Teacher Influenced Me

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What inspired you to become a teacher? Interview questions answered

Making important decisions in life, we are almost always inspired by someone or something , though we may not always realize it. It doesn’t necessarily have to be a person, or an event in our life. We can find inspiration in a powerful vision , something we hope to do with our life, for ourselves, our family, country, for the world. But why do the hiring managers inquire about this in an interview?

Let’s have a look at 7 sample answers to this intriguing question. I tried to come up with some variety on my list , because we can be inspired by all sorts of things. Some answers are rather unconventional , but in certain cases such answers can be your best bet. In any case, I hope at least one of the answers will resonate with you , and help you to come up with the goods in your upcoming interview.

7 sample answers to “What inspired you to become a teacher?”

Do not forget on enthusiasm in your voice.

People in the hiring committee do not focus only on your words. They notice so much more! Your body language, your tone of voice, whether you really mean what you are saying , or say something just because you know it is a good answer to their question.

Keep this on your mind. If something inspires you, speak about it with some energy , some enthusiasm in your voice. They should get an impression that your inspiration is really important to you, and it is one of the pillars you can cling to in difficult times , for example when you struggle with some students, or suddenly do not enjoy your teaching anymore…

Ready to answer this one? I hope so! Do not forget to check also 7 sample answers to other tricky interview questions: